My Learning Activities

I will observer two classes, record my observations with the use of an

Observation Sheet.
OBSERVATION SHEET # 1.1
Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: _____________________ Teacher’s Signature: _______________
School: ______________________________ Grade/Year Level: _________________
Subject Area: _________________________ Date: ____________

Assessment FOR Learning Assessment AS Assessment OF Learning

Learning
Write observed teacher Write observed teacher Write observed teachers
activities that manifest and student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Assessment at the end of
teaches. Conduct pretest (Self-assessment) teaching)
and posttest are included).

After the teacher discuss The students are assign to Every time they have a
some chapter of Florante prepare a Role play from discussion there is a
at Laura he prepare some the chapter they discuss recitation and every
question to test if the students who are actively
student already know that participate are
they discuss automatically get an extra
points if they answer
correctly.

Field Study 5 – Learning Assessment Strategies 1

OBSERVATION SHEET # 1.2

Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: _____________________ Teacher’s Signature: _______________
School: ______________________________ Grade/Year Level: _________________
Subject Area: _________________________ Date: ____________

Assessment for Assessment AS Learning Assessment OF Learning

Learning
Write observed teacher Write observed teacher Write observed teachers
 activities that manifest and student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Assessment at the end of
teaches. Conduct pretest (Self-assessment) teaching)
and posttest are included).

The teacher I observe has For my own opinion and The teacher prepare a
a good strategy because from what I see it is short quiz from the topic
he uses colorful visual aids important that a teacher they discuss to assess if
and powerpoint has a technique on how he they learn something from
presentation that gets the handle the student the topic they discuss.
interest of the student to because every student
participate actively during have different personality
the discussion. It’s a challenge for a
teacher how can he get the
interest of the student to
learn or participate during
discussion and I think that
using technology as a
instructional material helps
them to easily get the
students attention.

Field Study 5 – Learning Assessment Strategies 2

My Learning Rubric
Field Study 5, Episode 3 – Using Different Assessment Methods, Tools, and Tasks
Focused on: •Identifying different assessment methods and assessment tools
and assessment tasks and
•Selecting the appropriate assessment method/took/task for
different domains of learning and for the 9 intelligences.

Name of FS Student______________ Date Submitted: ___________

 Year& Section: _________________ Course: _______________
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All tasks were done All or nearly all Nearly all tasks Fewer than half of tasks were
with outstanding tasks were done were done with done; or most objectives were met
quality; work with high quality. acceptable but need improvement
exceeds quality.
expectations.

4 3 2 1
Analysis of the All questions were Analysis questions Analysis question Analysis questions were not
Learning Episode answered were answered were not answered.
completely; in completely. answered
depth answers; completely. Grammar and spelling are
thoroughly Clear connection unsatisfactory
grounded on with theories. Vaguely related to
theories. the theories.
Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2

1
Reflection/ Reflection Reflection Reflection Reflection statements are unclear
Insights statements are statements are statements are and shallow and are not supported
profound and clear; clear, but not shallow; by experiences from the learning
supported by clearly supported supported by episodes
experiences from by experiences experiences from
the learning from the learning the learning
episodes episodes episodes

4 3 2 1
Learning Portfolio Portfolio is Portfolio is Portfolio is Analysis questions were not
complete, clear, complete, clear, incomplete; answered
well-organized and well organized; supporting
all supporting; most supporting documentations Grammar and spelling are
documentations are documentations are are organized but unsatisfactory
located in sections available and are lacking.
clearly designated logical and clearly
marked locations
4 3 1
2
Submission of Submitted before Submitted on the Submitted a day Submitted two days or more after
Learning Episode the deadline deadline after the deadline the deadline
2
4 3 1
Comment/s Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE / RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - Below

__________________________________ ____________________________
Signature of FS Teacher Date
above Printed Name

FIELD STUDY 5- Learning Assessment Strategies 3

Learning Episode 2: GUIDING PRINCIPLES in the ASSESSMENT of LEARNING
My Learning Episode Overview
For the assessment process to accomplish its purpose, i.e., to ensure learning,
we must be guided by basic assessment principles. This episode is focused on basic
guiding principles of assessment.
My Intended Learning Outcomes
After this Episode, I must be able to:
 Determine application of the guiding assessment principles in given situations
and

Apply the basic assessment principles in the teaching-learning process.

My Performance Criteria
I will be rate along the following:
a. quality of my observations and documentation,
b. completeness of depth of my analysis,
c. depth and clarity of my classroom observation-based reflections ,
d. completeness , organization, clarity of my portfolio and
e. Time of submission of my portfolio.
 Step 1. Read the Learning Essentials given above.

Field Study 5 – Learning Assessment Strategies 4

My Map

Step 2. Observe at least Three (3) classes with a

learning partner
I will choose one class from each of the three
groups.
Group 1- Language / Science / Math
Group 2- Physical Education, ICT, TLE
Group3- Edukasyon sa Pagpapakatao / Araling
Panlipunan

Step 3. Discuss my observations/answers to the questions with

my partner.

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

Step 6. Answer the LET-like question.

Step 7. Come-up with my Portfolio.

 Field Study 5 – Learning Assessment Strategies 5
OBSERVATION SHEET #2.2 – Traditional Assessment Practices *

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: _______________Teachers Signature: _________ School: _____________

Grade/Year Level: ___________ Subject Area: ___________Date:_______________

Paper-and-Pencil Please put a check () on the test which the teacher used
Tests and give at least 2 items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.

Selected-response
type
1.Alternate-response 1. Sa anong panahon naisulat ang Florante at Laura ?
2. Anong uri ng tulang pasalaysay ang Florante at Laura ?
3. Pinaniniwalaang saang lugar isinulat ni Balagtas ang
Florante at Laura?

2.Matching type
Tukuyin ang mga pangunahing tauhan sa akdang Florante at
Laura

1.Makisig na binatang anak ni Duke Briseo

A.Florante

at Prinsesa Floresca.  .
B. Adolfo

2. Anak ni Haring Linceo at ang natatanging.

C. Laura

pag-ibig ni Florante.
D. Aladin

3. Anak ng magiting na si Konde Sileno ng Albanya.  .

E. Flerida

4. Ang matapang na barbering Moro na tatakas

F. Menandro

Sa Persiya

5. Matapat na kaibigan ni Florante.  Mabait

 at laging kasa-kasama ni Florante sa digmaan.

3. Multiple choice 1.Sino ang may-akda o sumulat ng "Florante at Laura"?

A. Francisco Baltazar
B. Jose Corazon De Jesus
C. Julian Felipe
D. Jose Rizal
2. Kanino inialay ng may-akda ang "Florante at Laura"?
A. Juana Tiambeng
B. Juana Dela Cruz
C. Maria Asuncion Rivera
D. Maria Clara
3.Sino ang naging karibal o kaagaw sa pag-ibig ni Balagtas
kay Selya?
A. Adollfo
B. Mariano Capule
C. Mariano Pilapil
D. Huseng Sisiw

4. Others Sumulat ng mga mahahalagang pangyayare sa Akdang

Florante at Laura .

Field Study 5 – Learning Assessment Strategies 6

Constructed-Response type
1.Completion 1.Si_____________ ang mortal na kaaway ni Florante,
labis ang pagkagahaman nito sa kapangyarihan.
2. Si Aladin ang nakarinig ng paghihinagpis ni
_______________ sa kagubatan naawa siya sa binata,
siya rin ang nagligtas sa binata sa bingit ng kamatayan
nang muntik na itong lapain ng leon.
3. Iniligtas ni _______________ si Laura sa kamay ng
mapagnasang si Adolfo sa kagubatan.

2.Short answer type 1. Masasabi mo bang nagampanan nga nina Duke

Briseo at Prinsesa Floresca ang kanilang
tungkulin bilang mga magulang ni Florante?
Bakit?

3. Problem solving
1. Kung ang Florante at Laura ay may mga

taludtod na naglalaman ng 12 pantig, habang

 ang mga saknong naman nito ay naglalaman ng

4 na taludtod

ilang saknong meron ang florante at laura?

4. Essay 1.Kung sakaling malagay din ang minamahal mo

sa kapahamakan gagawin mo din ba ang
ginawa ni Florante? Bakit?

a.) Restricted 1. Ibigay ang matatalinhagang

salita ginamit sa akda at gamitin
Ito sa sariling pangungusap

b.) Non-restricted 1.Ibigay ang iyong puna o pagkakaunawa

sa kabanatang binasa.

5. Others
 Field Study 5 – Learning Assessment Strategies 7

OBSERVATION SHEET #2.3– Authentic Assessment Practices*

Learning in the Psychomotor Domain, Procedural Knowledge, Product and

Performance

Resource Teacher: _______________Teachers Signature: ________School:________

Grade/Year Level: ___________ Subject Area: ___________Date:_______________

Authentic Describe how a product/performance was assessed?

Assessment
1.Product Example/s of product/s assessed. How was it/were they
assessed?

Role Playing – it is assessed by the teacher and also by the

co-students all of them give the scores and comments in every
presentation they presented.

2.Performance Example/s of performance/s assessed. How was it/were

(Psychomotor) they assessed?

Role Playing – it is assessed by the teacher and also by the

co-students all of them give the scores and comments in every
presentation they presented
 Field Study 5 – Learning Assessment Strategies 8
My Learning Rubric
Field Study 5, Episode 3 – Guiding Principles in the Assessment of Learning
Focused on: • Determining application of the guiding assessment principles in given situations
• Applying the basic assessment principles in the teaching-learning process.

Name of FS Student______________ Date Submitted: ___________

Year& Section: _________________ Course: _______________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
Learning Activities All tasks were done All or nearly all Nearly all tasks Fewer than half of tasks were
with outstanding tasks were done were done with done; or most objectives were met
quality; work with high quality. acceptable but need improvement
exceeds quality.
expectations.

4 3 2 1
Analysis of the All questions were Analysis questions Analysis question Analysis questions were not
Learning Episode answered were answered were not answered.
completely; in completely. answered
depth answers; completely. Grammar and spelling are
thoroughly Clear connection unsatisfactory
grounded on with theories. Vaguely related to
theories. the theories.
Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2

1
Reflection/ Reflection Reflection Reflection Reflection statements are unclear
Insights statements are statements are statements are and shallow and are not supported
profound and clear; clear, but not shallow; by experiences from the learning
supported by clearly supported supported by episodes
experiences from by experiences experiences from
the learning from the learning the learning
episodes episodes episodes

4 3 2 1
Learning Portfolio Portfolio is Portfolio is Portfolio is Analysis questions were not
complete, clear, complete, clear, incomplete; answered
well-organized and well organized; supporting
all supporting; most supporting documentations Grammar and spelling are
documentations are documentations are are organized but unsatisfactory
located in sections available and are lacking.
clearly designated logical and clearly
marked locations
4 3 1
2
Submission of Submitted before Submitted on the Submitted a day Submitted two days or more after
Learning Episode the deadline deadline after the deadline the deadline
2
4 3 1
Comment/s Over-all Score Rating:
(Based on
transmutation)
 TRANSMUTATION OF SCORE TO GRADE / RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - Below

__________________________________ ____________________________
Signature of FS Teacher Date
above Printed Name

FIELD STUDY 5- Learning Assessment Strategies 9

My Reflections
What happens when your assessment method and tool do not match with your domain
of learning?
If the assessment method and tool does not match with the domain of
learning, it’s means we cannot get the intended outcome or our goal in our
assessment

Have we been fair to learners whom we learned are equipped with multiple intelligence
when in the past we only used paper-and-pencil test which was most fit only for the
linguistically intelligent learners.

I believe no, because each student has different types of learning maybe
some students are good when it comes to a test like a paper in pencil but some
students are actively participating during discussion and they learn more during
discussion.
 Field Study 5 – Learning Assessment Strategies 10

Integrating Theory and Practice

___________________________________________________________

1. Which does NOT belong to the group? D

A. Completion Test C. Matching Type
B. Multiple Choice D. Alternative Response

2. Which does NOT belong to the group? D

A. Completion test C. Multiple choice
B. Problem solving D. Short answer

3. Which type of test measures student's thinking, organizing and written

communication skills. B
A. Extemporaneous Speech C. Short Answer
B. Completion Type D. Essay

4. Teacher Dada wants to test students' acquisition of declarative knowledge. Which

test is appropriate? D
A. Performance Test C. Short answer test
B. Submission of a report D. Essay

5. Performance test: Psychomotor skills

Paper-and-Pencil test: A
A. Declarative knowledge C. Motor skills
B. Psychomotor procedures D. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of
honesty. Which tool is most appropriate? A
A. Personality test
B. Student Interview
C. Reflective journal on "How honest am I?"
D. Written test

7. Which assessment task is most fit for logic-smart learners? A

A. Solving a puzzle
B. Showing the steps through a diagram
C. Describing a solution
D. Composing a song

8. Which assessment task works best for language-smart learners? B

A. Oral presentation
B. By the use of graphic organizers
C. Dance
D. By demonstration

Field Study 5 – Learning Assessment Strategies 11

My Learning Portfolio

1. Refer to the K-12 Curriculum guide. Select at least one competency for each
domain of learning and give an appropriate assessment tool/task.

Domains of Learning
(Bloom, Kendall and Competency Assessment tool/task
Marzano)
1. Cognitive/Declarative Critical Thinking Group works
Knowledge/Process
2. Psychomotor/Motor Presentations Identifying the work that
skills they should excel
3. Affective Quizzes Recording the result of
the knowledge they got
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least one example of
assessment tool/task to assess this particular intended learning outcome: "to explain the
meaning of Pygmalion effect." In 3 sentences, explain the meaning of Pygmalion effect.
Language smart-
The ability to think in words and to use language to express and appreciate complex
meanings. Allows us to understand the order and meaning of words.

Logic smart
Logic smart people who are logic smart enjoy math, science, and logical thinking. They like to
work with numbers and codes and puzzles.

Picture smart
The Ability to think in three dimensions. Core capacities include mental imagery, spatial
reasoning, image manipulation, graphic and artistic skills, and an active imagination.

Nature smart
Designates the human ability of discriminate among living things (plants, animals) as well as
sensitivity to other features of the natural world (clouds, rock configurations) This ability was
clearly of value in our evolutionary past as hunters, gatherers, and farmers.

Body smart
The capacity to manipulate objects and use a variety of physical skills. This intelligence also
involves a sense of timing and the perfection of skills through mind body union.

Music smart
 The capacity to discern pitch, rhythm, timbre and tone. This intelligence enables us to
recognize, create, reproduce and reflect on music as demonstrated by composers, conductors,
musicians, vocalist and sensitive listeners.

Field Study 5 – Learning Assessment Strategies 12

My Learning Portfolio
____________________________________________________________________

Self- Smart
The capacity to understand oneself and one’s thoughts and feelings, and of use
such knowledge in planning and directioning one’s life.
People Smart
The ability to understand and interact effectively with others. Involve effective verbal
and nonverbal communication the ability to note distinctions among others, and the
ability to entertain multiple perfectives.
Spirit Smart
The ability to calculate, quantify consider prepositions and hypothesis, and carryout
complete mathematical operations.
3. Research on 2 assessment tools/tasks for learning in the affective domain. Present
them here. Cite your references.
1. Concept Maps
https://pt.slideshare.net/mobile/oyasumikun/exersice2/2

2. Portfolios
 Field Study 5 – Learning Assessment Strategies 13

Level of Learning Learning Assessment Task Is the level of the aligned

Outcome – Outcome/Lesson ( Evaluation from to assessment level of the
Cognitive (Bloom) Objective from Teacher’s Lesson objective? e.g objective is
Teacher’s Lesson Plan Plan (Write it in the recall the names of ___”;
(Write lesson objective appropriate level Assessment task is
in the appropriate level outcome distinguish between animal
outcome) and plant cell” – Not
aligned

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Resource Teacher’s

Outcome/Lesson Objective Assessment Task

1.Retrieval – recalling, Naisa – Isa ang mga mahahalagang Tama o Mali

recognizing pangyayari sa Akdang Florante at
Iniligtas ni Florida so Laura sa kamay
Laura
ni Adolfo .

2.Comprehension
N/A N/A

3.Analysis Nasusuri ang mga karakter na 1.Si_____________ ang mortal na

ginampanan ng bawat tauhan sa akda kaaway ni Florante, labis ang
pagkagahaman nito sa
kapangyarihan.
2. Si Aladin ang nakarinig ng
paghihinagpis ni
_______________ sa kagubatan
naawa siya sa binata, siya rin ang
nagligtas sa binata sa bingit ng
kamatayan nang muntik na itong
lapain ng leon.

4.Knowledge utilization Natutukoy Ang matatalinhagang Babasahin Ang ilang kabanata Ng

(investigating, problem salitang ginamit sa Akdang Florante at ibong adarna at tutukuyin Ang
solving, decision making) Laura. matatalinhagang salita ginamit dito
5. Metacognitive System Nakapagbibigay Ng interpretasyon Magbibigay ang mag-aaral Ng
(Students set learning sa Akdang tinalakay kanilang interpretasyon tungkol
goals, monitor their sa Akdang tinalakay
learning)

6.Self -system (Students Students will have a Quiz

examine importance of
subject, examine self-
motivation, interest and
efficacy)

Field Study 5 – Learning Assessment Strategies 14

My Learning Activities
Observation Sheet # 33 – Levels of Learning Outcomes

Resource Teacher: ____________ Teacher’s Signature____________ School: _________

Grade/Year Level: ____________ Subject Area: ______________ Date: ____________

(Choice of 1 from EPP or TLE, P.E., Music and Arts, Computer)

Level of Learning Learning Assessment Task Is the level of assessment
Outcome – Outcome/Lesson (Evaluation from aligned to the level of the
Cognitive (Bloom) Objective from Teacher’s Lesson objective? e.g. objective is
Teacher’s Lesson Plan(Write it in the “recall the names of____”;
Plan (Write lesson appropriate level Assessment task is
objective in the outcome “Distinguish between
appropriate level animal and plant cell”-Not
outcome). aligned

1.Remembering Naiisa – Isa Ang mga Tama o Mali YES NO

biyayang natatangap Ang Entitlement
Mula sa kagandahang mentality ay Isa sa
loob ng kapwa at paniniwala o pag –
pagpapakita Ng
paraan ng
iisip na anumang
inaasam mo ay ✓
pasasalamat karapatan mo na
dagliang bigyan ng
pansin.
2.Comprehending

N/A N/A

3.Applying Naisasagawa ang Magsadula Ng

angkop na kilos na kilos na
nagpapakita ng nagpapakita ng
pasasalamat pasasalamat
✓
4.Analyzing Nasusuri ang mga Hahatiin ang klase
halimbawa o sitwasyon sa limang
na nagpapakita ng PANGKAT. Ipakita
pasasalamat o kawalan ng bawat pangkat
ang mga
halimbawa o
sitwasyon ng ✓
kawalan ng
pasasalamat sa
pamamagitan ng
dula - dulaan
5.Evaluating Natutukoy ang mga Magbibigay ang
biyayang natatangap guro ng larawan
mula sa kabutihang ng puso at
loob ng kapwa at mga babasahin Ng mga
paraan ng mag-aaral Ang
pagpapakita ng nakapaloob dito at
pasasalamat ipapakita ng mga ✓
mag – aaral Ang
paraan ng
kanilang
pasasalamat
 Field Study 5 – Learning Assessment Strategies 15

DepEd Order No. 8 s. 2015 states:

“Performance
These standards standards
are made moreanswer the in
specific following questions: Competencies are
the competencies.
the specific knowledge,
1. What learnersskills, and values and attitudes that learners are supposed to
can know?
demonstrate after a teaching-learning
2. How well must learners do theirprocess.
work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding in real life contexts?
5. What tools and measures should learners use to demonstrate what they know?”
(Source: DepEd Order No. 5, s 2015)

The K to 12 Curriculum is said to prepare the learner for the 21 st

century. The K to 12 learner is expected to acquire the 21 st century skills –
life and career skills, information, media and technology skills and learning
and innovation skills. Learning and innovation skills include critical thinking,
communication skills, collaboration skills, and creativity.

To prepare the learner for the 21st century, then the teaching and
learning process in the K to 12 curriculum ought to go beyond simple recall
and comprehension. It should reach the level of applying, analyzing,
evaluating, and synthesizing which are basic to the development of 21 st
century skills.
 Field Study 5 – Learning Assessment Strategies 16

1. In which level is identifying the authors of given literary pieces? A

A. Understanding C. Recalling
B. Applying D. Synthesizing

2. The students were expected to be able to develop a lesson plan following

Outcomes Based Education (OBE) principles. Based on Kendall’s and Marzano’s
taxonomy, in which level is the intended learning outcome? A
A. Analysis C. Knowledge Utilization
B. Retrieval D. Metacognitive system

3. You have to remember the steps in opening a computer if you want to do it on

your own. In what level of assessment is remembering the steps? C
A. Analysis C. Knowledge Utilization
B. Retrieval D. Metacognitive system

4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”.
Which assessment task is aligned? Teacher Joji C
A. Analysis C. Knowledge Utilization
B. Retrieval D. Metacognitive system

5. Is the test item “classify the given teaching methods” aligned to this intended
learning outcome “to select the appropriate teaching method”? D
A. Yes.
B. No.
C. A little because classify and select are related
D. Yes, if you change “select” in the learning outcome changed to classify

Field Study 5 – Learning Assessment Strategies 17

Level of Learning Learning Assessment Task Is the level of

Outcome Cognitive Outcome /Lesson (Evaluation from assessment aligned
(Bloom) Objective from Teacher’s Lesson to the level of the
Teacher’s Lesson Plan (Write it in the objective task? e.g.
Plan (Write lesson appropriate level objective is “recall
objective in outcome) the names of ____”.
appropriate level Assessment task is
outcome). “Distinguish
between animal
and plant cell” –Not
aligned
6.Creating
 Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resources Teacher’s Resource

Learning Teacher’s
Outcome/Lesson Assessment Task
Objective
1.Retrieval- recalling, Naisa – Isa ang mga mahahalagang Tama o Mali
recognizing pangyayari sa Akdang Florante at
Iniligtas ni Florida so
Laura
Laura sa kamay ni
Adolfo .

2. Comprehension

N/A N/A
3. Analysis Nasusuri ang mga karakter na 1.Si_____________
ginampanan ng bawat tauhan sa ang mortal na kaaway
akda ni Florante, labis ang
pagkagahaman nito sa
kapangyarihan.
2. Si Aladin ang
nakarinig ng
paghihinagpis ni
_______________ sa
kagubatan naawa siya
sa binata, siya rin ang
nagligtas sa binata sa
bingit ng kamatayan
nang muntik na itong
lapain ng leon.

4. Knowledge utilization Natutukoy Ang matatalinhagang Babasahin Ang ilang

(investigating, experimenting, salitang ginamit sa Akdang Florante kabanata Ng ibong
problem solving, decision- at Laura. adarna at tutukuyin Ang
making) matatalinhagang salita
ginamit dito

5.Metacognitive System (Students set Students make there Reflection about

learning goals, monitor their learning) the topic

6.Self-system Students will have a Quiz

(Students examine importance of
subject, examine self-motivation, interest
and efficacy)
 Field Study 5 – Learning Assessment Strategies 18
1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and
DepEd’s KPUP?

The teacher assess students learning in cognitive, psychomotor and effective

domains in various levels using the knowledge, process and understanding
product and performance (KPUP)

2. Are the levels of learning or processing of what is learned in Bloom’s,

Kendall’s and Marzano’s similar or entirely different? Diagram.

Different because in Bloom’s Taxonomy, the cognitive domain describes a

framework of information’s through certain types of activities. In Marzano and
Kendall, they reframed the three models and instead of categorizing learning
activities they describe six levels of processing knowledge.

3. What did you discover about assessment tasks and learning outcomes?
Are they aligned? Explain.

By directly aligning assessment with course learning outcomes, you can

achieve numerous benefits. For example students can see clearly what to focus
on, and how to demonstrate their learning during assessment.

4. Students study based on how they are tested. To avoid “teaching-to-the-test”

(teaching something because it will be tested or covered in the test) or superficial
factual testing, what levels of knowledge processing should teacher use more?

The level of knowledge that teacher will use is the Analyzing, Evaluating and
Creating process.
 Field Study 5 – Learning Assessment Strategies 19

1. 2.
I will write answer of 3.
I will interview
my informants, my I will analyze and
one Resource
Resource Teacher reflect on their
Teacher and 5
and 5 students. responses and on my
students
observations.

6.
4. 5.
Analyze my
Together with my observations with the
I will offer my help to
learning partner, I will use of guide
my resource Teacher
ask her/him and 5 questions.
for the computation of
students the interview
students’ grades.
questions.

7. 8. 9.
Reflect on my Come up with my
Answer the LET-like
observations and portfolio.
test items.
analysis.
 Field Study 5 – Learning Assessment Strategies 20

Perhaps even without a scientific survey, you agree that most of the assessments that
take place in school are in the low levels of recalling, knowledge, retrieval. What can be
some reasons behind this?
It takes time to conceptualize assessments that measure the higher levels of
cognitive domain. Teachers have so many things to do in a day and in a week that they
do not have the time to prepare appropriate questions and methods to assess higher
level of thinking. It takes skills and expertise to come up with tools and tasks that will
assess analysis, synthesis or evaluation. For example if there are 40 students in one
class, the teacher has to find a way to assess the creativity, critical thinking and
evaluation skills of students.

We measure what we value and we value what we measure. Then we have to assess
what we value and value what we assess. What is one big message of Bloom’s revised
cognitive_ taxonomy, Kendall’s and Marzano’s new taxonomy of objectives to teachers
regarding the__ assessment process?______________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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 Field Study 5 – Learning Assessment Strategies 21

MY LEARNING PORTFOLIO
KENDALL’S AND MARZANO’S NEW TAXONOMY
(Note: Referring to figure 10 will be of great help)
LEVEL OF PROCESSING COMPETENCY FROM ASSESSMENT TASK
K TO 12 CURRICULUM (TEST ITEM, ETC.)
GUIDE
1. Retrieval Describe, Define and Quiz
analyze

2. Comprehension Define and Describe Recitation

3. Analysis Identify, Survey and Quiz

Compare and Contrast

4. Knowledge Utilization Describe, Define and Recitation

Level

5. Metacognitive System

6. Self-system
 Field Study 5 – Learning Assessment Strategies 22

MY LEARNING ESSENTIALS

A Table of Specifications (TOS) is a table that specifies the learning

outcomes/lesson objectives, the amount of time spent for each
outcome/objective which will serve as basis in determining the
corresponding number of test items.

A Table of Specifications (TOS) is a table that specifies the learning

outcomes/lesson objectives, the amount of time spent for each
outcome/objective which will serve as basis in determining the
corresponding number of test items.

Aligning assessment tools and tasks to learning outcomes is a must in

Outcomes-Based Teaching-Learning.

A test or any assessment tool for that possesses content validity only when
that assessment tool or task measures or assess students’ ability to draw
conclusions based on given facts but your assessment tool and task makes
the students define a conclusion. It is one thing to draw conclusion, it is
another thing to define it.

The assessment task is not aligned to the learning outcome, therefore, it

does not possess the content validity. The assessment task that has content
validity is to ask the students to draw conclusion from the facts that teacher
gives.

Defining the conclusion is in the level of comprehension, perhaps even

recall if definition is simply memorized, while doing conclusion from a set of
given facts is in the level of creating, synthesizing.
 Field Study 5 – Learning Assessment Strategies 23

MY ANALYSIS

1. For a TOS to ensure the content validity, what part must it have?
The topic, number of hours, and number of items, because when we talk about the
content validity the topic or the content is on top of the consideration. The number of
items per topic is very important since it tells how many items or questions each topic
should have base on the number of hours spent in discussing the particular topic. Last
but not the least, the number of hours is important also for a test to have a content
validity. The number of hours spent in discussion of a particular topic or content simply
determines the eight in terms of items or questions to be included under each topic or
content.

2. Among the TOSs that you researched on, which is a better TOS? Why?
Both taxonomies of educational objectives offer benefits that cannot be ignored.
Bloom’s taxonomy is focused on the build-up ok knowledge while Marzano’s
taxonomy is helpful for higher level students as they face more circumstances that
require decision-making, reflection and organization.

3. Can a teacher have a test with content validity even without making a TOS?
No, if a teacher issues a test without consulting the Table of Specifications there
would be conflict on whether the content validity is covered for that specific subject
and class… it also ensures that a fair representative sample of questions will appear
on the test.

4. Explain why the use of a TOS enhances that content validity.

Because it outlines the subject matter into smaller components, but most teacher s
have already had to design teaching plans, strategies and schedules based on an
outline of content. List of classroom objectives, district curriculum guidelines and
textbook sections and keywords are other commonly used sources .
 Field Study 5 – Learning Assessment Strategies 24

My Reflections
Read this conversation and reflect on teacher's assessment practices. Write
your reflections here.

But we only talked about Puerto Princesa

for - like 2 seconds last week. Why would she put that on exam?"
"You know how teachers are... they're always trying to trick you."
"Yes, they find the most nit-picky little details to put on their
tests and don’t even care if the information is important."
"It's not just fair. I studied everything we discussed in class about
the Philippines and the things she made a big deal about, like
comparing the Philippines.
And to think all she asked was 'What's the capital of Singapore?
Really? Grrrr." (Adapted from Practical Assessment, Research and evaluation, Vol.18 No.3
February 2013)

Did you have a similar experience? Reflect on it.

 Field Study 5 – Learning Assessment Strategies 25

My Learning Activities
Checklist
Classify the portfolios examine. Use the checklist below:
Type of Portfolio Tally (How many did you
see?) Frequency

Development/Process 1
portfolio/Growth portfolio
1
Display showcase/Bestwork 0
portfolio/showcase portfolio
0
Evaluation/Assessment portfolio 0 0

OBSERVATION CHECKLIST
Select three (3) best portfolios from what you examined. Which elements is/are present
in each. Please check.
Elements of Portfolio Put your check (✓)
here.

✓
Cover Letter-"About the Author" and "What my Portfolio
Shows About My Progress As A Learner.

Table of Contents with numbered pages

Entries-both core (required items) and optional items

(chosen by students).

Dates on all entries to facilitate proof of growth over time.

✓
Drafts of aural/oral and written products and revised
revisions, i.e. first drafts and corrected/revised versions.

✓
Reflections
 Field Study 5 – Learning Assessment Strategies 26
My Analysis
1. Did I see samples of the three different types of portfolio?
I only see one of the types Portfolio is the Documentation Portfolio.

2. What did I observe to be the most commonly used portfolio ?

I think Documentation Portfolio is the most commonly used since that is the
only one I able to see.

3. As I examined three selected portfolios, did I see all the elements of a portfolio?
In Documentation Portfolio, I don’t see all the elements of portfolio because there are
no Table of Contents .

4. Is it necessary for a teacher to use varied types of portfolio? Why?

For me I think the teacher should use the varied types of Portfolio that is only needed.
Teacher must use the types of Portfolio that should better consider the availability
efficient, easier to use and the affordability of the said Portfolio

5. If one element or two elements of a portfolio are missing? Will this have any impact
on the assessment process? Explain your answer.

Yes , because the Portfolio is helping the teacher to measure the grades of the student .
If there is one missing I think that the grade of the student cannot measure properly

Field Study 5 – Learning Assessment Strategies 27

My Learning Activities
Activity 3: Grade Computation
Show sample computations of a grade in a subject of your choice either from
grades 1 to 10 or from grades 11 and 12. Show the percentage contributions of written
work, performance, tasks and quarterly assessment. Then give the descriptor. (Ask your
resource teacher for his/ her help).
 Subject: Grade:
Steps
1. Get the total score for each component.
Learner's Raw Score Highest Possible Score
Written work 1 18 / 20 20
2 22 / 25 25
3 13 / 15 15
4 20 / 20 20
5 14 / 15 15
Learner's Raw Score Highest Possible Score
Performance Task 1 20 / 20 20
2 20 / 20 20
3 20 / 20 20
4 20 / 20 20
Quarterly Assessment Learner's Raw Score Highest Possible Score
(Test)

2. Obtain the Percentage Score for Percentage Score of written work 73.33 %
each, the component by dividing Percentage Score of Performance task 100 %
the total raw score by the highest Percentage Score of Quarterly Assessment 78.57 %
possible then multiply the quotient by 100%.
3. Convert Percentage Scores The Weighted Score of Written Work 29. 33 %
to weighted scores by The Weighted Score of Performance Task 40 %
multiplying the percentage scores The Weighted Score of Quarterly Assessment. 15. 71 %
by the weight of the component.
Refer to tables on weights of
Components per subjects for grades
1 to 10 and for grades 11 to 12 on pp. 91-92.
4. Add the weighted Scores of each component. This will give you the initial grade.
5. Transmute the initial grade using the transmutation table in appendix G.
6. Give the descriptor of the computed final grade of the subject. Refer to table of descriptors on
p. 92.
 Field Study 5 – Learning Assessment Strategies 28

My Reflections
1. Have portfolios made the learning assessment process inconvenient? Is the effort
exerted on portfolios assessment commensurate to the improvement of learning that
results from the use of portfolio?

 Portfolio did not make the learning assessment inconvenient. Because Portfolio
is a part of the learning of the student and thru Portfolio teacher can measure the
grade of the student
 Yes the effort that is extended to the Portfolio is absolutely commensurate
because in compiling the learning of the student, the teacher and also the
student will know what the thing that they need to improve.

2. Can showcase portfolios be assessment portfolios as well?

 Yes, since Showcase Portfolio is made by the learner to showcase their best
qualities , it can be toll for the teacher to easily assess their students, to know
where their students good at .

3. Can development or growth portfolios be assessment portfolios?

 Yes, because development or growth Portfolio helps the teachers to o know

what is the development of his / her students.
 Field Study 5 – Learning Assessment Strategies 29

Integrating Theory and Practice

1. Teacher Parah asked her pupils to display their penmanship work in the beginning,
middle and near the end of the school year. Which type of portfolio is displayed?
A. Development portfolio
B. Evaluation portfolio
C. Showcase portfolio
D. Assessment portfolio
2. You are applying for a teaching job. Which type of portfolio should accompany your
application letter? C
A. Development portfolio
B. Evaluation portfolio
C. Showcase portfolio
D. Assessment portfolio
3. I have to check if mu students were able to produce the expected output as intended
in my intended learning outcome. Which type of portfolio am I interested to see? ___
A. Development portfolio
B. Evaluation portfolio
C. Showcase portfolio
D. Assessment portfolio
4. Teacher Alex wants his pupil to display their favorite poem among each one
composed. What type of portfolio is Teacher Alex expecting to see? ___
A. Development portfolio
B. Evaluation portfolio
C. Showcase portfolio
D. Assessment portfolio
5. Which portfolios enable you to determine if you realized your intended learning out
comes display D
A. Development portfolio
B. Evaluation portfolio
C. Showcase portfolio
D. Assessment portfolio
 Field Study 5 – Learning Assessment Strategies 30

My Learning Rubric
Field Study 5 Episode 6 - On Portfolios
Focused on: Describing the various types of learner's portfolios and their functions.
Applying the basic assessment principles in the teaching-learning
process.
Name of FS Student______________ Date Submitted: ___________

Year& Section: _________________ Course: _______________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All tasks were done All or nearly all Nearly all tasks Fewer than half of tasks were
with outstanding tasks were done were done with done; or most objectives were met
quality; work with high quality. acceptable but need improvement
exceeds quality.
expectations.

4 3 2 1
Analysis of the All questions were Analysis questions Analysis question Analysis questions were not
Learning Episode answered were answered were not answered.
completely; in completely. answered
depth answers; completely. Grammar and spelling are
thoroughly Clear connection unsatisfactory
grounded on with theories. Vaguely related to
theories. the theories.
Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2

1
Reflection/ Reflection Reflection Reflection Reflection statements are unclear
Insights statements are statements are statements are and shallow and are not supported
profound and clear; clear, but not shallow; by experiences from the learning
supported by clearly supported supported by episodes
experiences from by experiences experiences from
the learning from the learning the learning
episodes episodes episodes

4 3 2 1
Learning Portfolio Portfolio is Portfolio is Portfolio is Analysis questions were not
complete, clear, complete, clear, incomplete; answered
well-organized and well organized; supporting
all supporting; most supporting documentations Grammar and spelling are
documentations are documentations are are organized but unsatisfactory
located in sections available and are lacking.
clearly designated logical and clearly
marked locations
4 3 1
2
Submission of Submitted before Submitted on the Submitted a day Submitted two days or more after
Learning Episode the deadline deadline after the deadline the deadline
2
4 3 1
Comment/s Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE / RATING

 Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - Below

__________________________________ ____________________________
Signature of FS Teacher Date
above Printed Name

FIELD STUDY 5- Learning Assessment Strategies 31

FS 5 FIELD STUDY: LEARNING EPISODE 7 ON SCORING RUBRICS

My Learning Episode Overview

How do you score a product or performance as evidence of learning you will

learn it from the Episode.

My Intended Learning Outcome

At the end of this Episode, I must be able to examine different types of rubrics
and by my Resource Teachers and relate them to assessment of student learning.

My performance Criteria

I will be rated along the following:

a. Quality of observations and documentation,
b. Completeness and data analysis,
c. Depth and clarity of my classroom observation-based reflections,
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio.

My Learning Essentials

A rubric is a coherent set of criteria for students’ work that includes

descriptions of levels of performance quality on the criteria. (Brookhart, 2013)

The main purpose of rubrics is to assess performances and products.

For some performances, you observe the student in the process of doing like
dribbling the ball. For others, you observe the product which results from the
students work

There are two types of rubrics - analytic and holistic analytic rubrics
describe work on each criterion separately while holistic rubric assesses a
student work as a whole.
  Analytic rubrics identify and assess components of a finished product.
 Holistic rubrics assess student work as a whole

Field Study 5 – Learning Assessment Strategies 32

My Map

1. Read My Learning Essentials

2. Interview at least two Resource Teachers on their use of scoring

rubrics in assessing learning.

3. Request my Resource Teacher (for a copy for to photocopy) of the

scoring rubrics that the school uses for group projects, student papers,
cooperative learning activities.

4. If there are no scoring rubrics available, I will research on samples of

scoring rubrics for student papers, cooperative learning activities, group
projects, performances and the like.

5. I will analyze information gathered from my interview in research.

 6. I will reflect on all information gathered.

Field Study 5 – Learning Assessment Strategies 33

My Learning Activities

Interview
Interview of my Resource Teachers: Mr. Arnelio Lozada
Filipino Teacher
Pangao Integrated National High School
I will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student
activities)

 I use scoring rubrics in group activities and also students project.

2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?

 Scoring rubrics has a big help for me because it is helping me to determine the
grades of my students on their outputs , when there were no scoring rubrics yet I
use the numerical grades.

3. What difficulties have you met in the use of scoring rubrics?

 Sometimes a scoring rubrics does not measure the target learning outputs of the
students .

4. Do you make his of holistic and analytic rubrics? How do you differ?
  Yes, Analytic rubrics is use to know the analytically ability or skill of the students
while Holistic rubrics is use after the analytic rubrics for generalization

Field Study 5 – Learning Assessment Strategies 34

My Analysis

Analyze data and information gathered from the interview.

1. Do teachers students like the new grading system? Why or why not?

 Yes,, Because it help them to easily assess the students by means of rubrics
they can see the student who are learning .

2. What are the good points of the new grading system?

 There is a fair and balance grading system by using this .

3. What are the teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentage of written work, performance test and
quarterly assessment?

5. Do Anderson's and Krathwohl's cognitive process dimensions include Kendall's

and Marzano's (retrieval, understanding, analysis and knowledge utilization)


6. Did you like the experience of computing grades? Why or why not?

 Yes like the experience because ,I know t that I’ll can use this experience in the
future when I become a teacher .
Field Study 5 – Learning Assessment Strategies 35